“Perfectio Hominis”: фізичне виховання у ранньомодерних уявленнях про цілісну освіту та формування досконалої особистості
Вантажиться...
Дата
2024
Автори
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С.Макаренка
Анотація
Статтю присвячено порівняльному історико-педагогічному аналізові розуміння змісту, ролі і значення фізичного виховання у світських і релігійних світоглядних системах раннього Нового часу. Розглянуто ідейно- інтелектуальну дискусію про значення фізичного виховання, прослідковано її змістову динаміку в залежності від розвитку гуманізму в ранній Новий час: християнського, ренесансного, протестантського, католицького. Підкреслено, що розвиток ренесансної ідеї цілісної освіти особистості зумовив активну інтеграцію ідеї фізичного виховання в ранньомодерні освітні практики, які орієнтувалися на формування досконалої особистості (“perfectio hominis”). Наголошено, що з розвитком ранньомодерного суспільства фізичне виховання поступово вийшло «з тіні» Середньовіччя, про його важливість почали активно дискутувати філософи, а реформатори шкільної справи успішно та конструктивно інтегрували фізичну культуру в тогочасний освітній процес. Зроблено висновок, що динамічне інституціювання гуманістичної освіти в країнах Європи було яскравою верифікацією її виправданості та затребуваності цілісного підходу до освіти і виховання особистості.
The article is devoted to a comparative historical and pedagogical analysis of the understanding of the content, role and significance of physical education in the secular and religious worldview systems of the early modern period. The ideological and intellectual discussion about the significance of physical education is considered, its substantive dynamics are traced depending on the development of humanism in the early modern period: Christian, Renaissance, Protestant, Catholic. It is emphasized that the development of the Renaissance idea of the holistic education of the individual led to the active integration of the idea of physical education into early modern educational practices that were focused on the formation of a perfect personality (perfectio hominis). It is noted that with the development of early modern society, physical education gradually emerged from the shadow of the Middle Ages, philosophers began to actively discuss its importance, and school reformers successfully and constructively integrated physical education into the educational process of that time. It is noted that, developing the idea of holistic education, the leaders of secular and religious humanism significantly contributed to the actualization and implementation of the idea of physical education and development of physical culture of the individual into broad educational practice. In the intellectual environment of Christian and Renaissance humanism, the idea of physical education grew and was theoretically enriched, its consistency with the ethical and moral growth of the individual was proven, the earthly and heavenly, the physical and spiritual gradually acquired harmony and integrity, and the characteristic Middle Ages disappeared. The practical implementation of physical education belongs to religious reformers who defined education as the key means and environment for the dissemination of the updated Christian teaching. Despite the obvious religious motivation, the development of education received an exceptional impulse in terms of scale. The new model of the humanistic school became the basis for Protestant gymnasiums and Jesuit colleges, and then physical education became more and more widespread, its content and methodology were enriched. It is concluded that the dynamic institutionalization of humanistic education in European countries was a clear verification of its justification and the demand for a holistic approach to education and upbringing of the individual.
The article is devoted to a comparative historical and pedagogical analysis of the understanding of the content, role and significance of physical education in the secular and religious worldview systems of the early modern period. The ideological and intellectual discussion about the significance of physical education is considered, its substantive dynamics are traced depending on the development of humanism in the early modern period: Christian, Renaissance, Protestant, Catholic. It is emphasized that the development of the Renaissance idea of the holistic education of the individual led to the active integration of the idea of physical education into early modern educational practices that were focused on the formation of a perfect personality (perfectio hominis). It is noted that with the development of early modern society, physical education gradually emerged from the shadow of the Middle Ages, philosophers began to actively discuss its importance, and school reformers successfully and constructively integrated physical education into the educational process of that time. It is noted that, developing the idea of holistic education, the leaders of secular and religious humanism significantly contributed to the actualization and implementation of the idea of physical education and development of physical culture of the individual into broad educational practice. In the intellectual environment of Christian and Renaissance humanism, the idea of physical education grew and was theoretically enriched, its consistency with the ethical and moral growth of the individual was proven, the earthly and heavenly, the physical and spiritual gradually acquired harmony and integrity, and the characteristic Middle Ages disappeared. The practical implementation of physical education belongs to religious reformers who defined education as the key means and environment for the dissemination of the updated Christian teaching. Despite the obvious religious motivation, the development of education received an exceptional impulse in terms of scale. The new model of the humanistic school became the basis for Protestant gymnasiums and Jesuit colleges, and then physical education became more and more widespread, its content and methodology were enriched. It is concluded that the dynamic institutionalization of humanistic education in European countries was a clear verification of its justification and the demand for a holistic approach to education and upbringing of the individual.
Опис
Ключові слова
цілісна освіта, особистість, фізичне виховання, гуманізм, антропоцентризм, досконала особистість (“perfectio hominis”), ранній Новий час, християнський гуманізм, ренесансний гуманізм, католицький (посттридентський) гуманізм, протестантський гуманізм, holistic education, personality, physical education, humanism, anthropocentrism, perfect personality (“perfectio hominis”), early modern times, Christian humanism, Renaissance humanism, Catholic (post-Tridentine) humanism, Protestant humanism
Бібліографічний опис
Басенко Р. “Perfectio Hominis”: фізичне виховання у ранньомодерних уявленнях про цілісну освіту та формування досконалої особистості [Текст] / Р. Басенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2024. – № 6 (140). – С. 160–171. – DOI: 10.24139/2312‐5993/2024.06/160-171